The Tiger Who Came to Tea Judith Kerr

KS1 Curriculum Plan

Week One Week Two Week Three Week Four Week Five Week Six Week Seven

English Recount Writing- Weekend news, every Monday recount writing to develop basic literacy key skills.

Text Type Descriptive writing and informal letter writing Instructions Diary about a real event Poetry

English (Y1)

Text: The tiger who came to tea.

Adding in missing punctuation (C.L and full stops) to sentences from the beginning of the book and writing/sticking sentences in the right order. Look at co-ordination in sentences with the word and. Write a character description of the tiger including details of the setting he may have come from using adjectives, finger spaces, capital letters, full stops and co-ordination with and. Hot-seat the tiger with verbal questioning. Write

Text: The tiger who came to tea.

Write lists of what items you would have at your own tea party, using e and es for plurals. Write speech bubbles for the characters, including plurals as a challenge. Look at existing letters of invitations-identify key features. Write a letter invite for a tea party using adjectives, full stops, capital letters and co-ordination- worksheet to help formulate simple sentences. To use the spelling rule for adding s and

Text: The tiger who came to tea.

Look at existing instructional writing for recipes- identify key features. Sequence instructions into a logical order. Make healthy sandwiches in class for a tea party- practical activity.

To sequence sentences to form short narratives. To begin to punctuate sentences using a capital letter and full stop.

Text: The tiger who came to tea.

Plan assessed instructional writing.

Write instructions for how to make a sandwich using time connectives, imperative verbs, finger spaces, capital letters, full stops and co-ordination. To begin to punctuate sentences using a capital letter and full stop. Join words and clauses using ‘and’.

Text: The tiger who came to tea.

Class Tea Party-invite parents. Look at existing recount diary writing- identify key features. To plan an independent/assessed recount (diary entry). To begin to punctuate sentences using a capital letter and full stop. Join words and clauses using ‘and’.

Text: The tiger who came to tea.

To write an independent/assessed recount (diary entry) of the tea party had as a class. Use finger spaces, full stops, capital letters, some basic adjectives, co-ordination with ‘and’ and plurals independently. To use the spelling rule for adding s and es as the plural marker for nouns. To begin to punctuate sentences using a capital letter and full stop. Join words and clauses using ‘and’. Begin to use a question mark.

Poetry Week

To read and write calligrams based on

the theme of Christmas.

Y1: To listen to and discuss poetry.

Autumn Two Planning – Year 1 and 2

Topic: Let the Good Times Roll! (Celebrations and Festivals)

these questions down for GD. Develop ideas through imagining. To begin to punctuate sentences using a capital letter and full stop. Join words and clauses using ‘and’. Begin to use a question mark.

es as the plural marker for nouns. To begin to punctuate sentences using a capital letter and full stop. Join words and clauses using ‘and’. Begin to use a question mark.

Y2: To write for different purposes.

To Plan what they are going to write about.

Write down key vocabulary.

English (Y2)

Text: The tiger who came to tea.

Improve and add in adjectives to the story. Re-cap expanded noun phrases and introduce adverbs. Look at the difference between co-ordination and subordination and use them to expand the simple sentences in the beginning of the book. Write a character description of the tiger including details of the setting he may have come from using

Text: The tiger who came to tea.

Write lists of what items you would have at your own tea party. Use subordination to provide justification for the items chosen. Look at existing letters of invitations-identify key features. Write a letter invite for a tea party using adjectives, adverbs, subordination and questions to send to parents/guests for the tea party. Publish work neatly to hand out invitations

Text: The tiger who came to tea.

Look at existing instructional writing for recipes-identify key language and grammatical features. Sequence instructions into a logical order. Improve existing instructional writing based on success criteria. Make healthy sandwiches in class for a tea party- practical activity. Plan out loud what they are going to write about.

Text: The tiger who came to tea.

Plan assessed instructional writing.

Write instructions for how to make a sandwich using adjectives, adverbs, time connectives and imperative verbs. Edit and improve writing. Write for different purposes. Evaluate their writing with the teacher and other pupils. Tre-read to check work makes sense and that verbs to

Text: The tiger who came to tea.

Class Tea Party-invite

parents.

Look at existing recount diary writing- identify key language and grammatical features. Improve existing diary writing based on success criteria. To plan an independent/assessed recount (diary entry).

Text: The tiger who came to tea. To write an independent/assessed recount (diary entry) of the tea party had as a class. Use adjectives, adverbs, subordination, apostrophes for possession, sentence openers independently. Edit and improve writing. Use expanded noun phrases to describe and specify.

adjectives, adverbs and subordination. Introduce apostrophes for possession e.g. The tiger’s yellow eyes. Think of questions to ask the tiger- hot seating activity. To develop ideas through imagining. Use expanded noun phrases to describe and specify. Use subordinating and co-ordinating conjunctions. Use apostrophes for possession. Form a question and use a question mark.

for the class tea party. Use subordinating conjunctions. Write for different purposes. Encapsulate what they want to say, sentence by sentence.

Write down new ideas, including new vocabulary.

indicate time are used correctly and consistently. Write a command.

To write narratives about personal experiences. Plan out loud what they are going to write about. Write down new ideas, including new vocabulary

Use subordinating and co-ordinating conjunctions. Use apostrophes for possession. Evaluate their writing with the teacher and other pupils Proof-read to check for errors in spelling, grammar and punctuation.

Mathematics (Y1)

Addition and Subtraction Shape Place Value (to 20) Consolidation

Represent and use number bonds and related subtraction fats. Read write and interpret mathematical statements using the + - and = signs. Add and subtract numbers, including 0. Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems.

Recognise and name common 2D shapes. Recognise and name common 3D shapes.

Count to 20, forwards and backwards from 0 or 1 or any given number. Count, read and write numbers to 20 in

numerals and words. Given a number, identify one more and one

less. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than less than (fewer) most and least.

Mathematics (Y2)

Addition and Subtraction

Measurement: Money Multiplication and Division Consolidation

Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two digit number and ones; a two digit number and tens; two two digit numbers; adding three one digit numbers. Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems. Solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures; applying their increasing knowledge of mental and written methods.

Recognise and use symbols for pounds and pence £ and p.; combine amounts to make a particular value. Find different combinations of coins that equal the same amount of money. Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change.

Recall and use multiplication and division facts for the 2, 5 and 10 times tables, including recognising odd and even numbers. Calcualte mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication and division signs. Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methonds and multiplication and division facts, including problems in context. Show that the multiplication of two numbers can be done in any order and division of one number by another cannot.

Science Year 1

See working scientifically

objectives throughout.

LO: Can I observe changes across the four seasons? Steps to success - I can tell my partner what it means to observe something. -I can describe how the weather changes across the four seasons. -I can describe how the day length changes throughout the year.

LO: Can I observe and describe weather associated with the seasons by observing weather in autumn? Steps to success: -I can observe and describe the weather. -I can collect and record data about autumn.

LO: Can I observe changes across the four seasons on an autumn walk? Steps to success: -I can observe changes from summer to autumn -I can identify signs of autumn. -I can understand what is going to happen as we transition from autumn to winter.

LO: Can I observe the changes between autumn to winter? Steps to success: -I can observe how day length changes from autumn to winter. -I can discuss how our clothing changes when the seasons change.

LO: Can I explore how animals survive in winter? Steps to success: -I can understand that some animals hibernate in winter. -I can talk about the difference between animals in winter and summer. - I can explain that some animals adapt to life in winter.

Science Year 2

See working scientifically

objectives throughout.

L.O. Can I compare the difference between things that are living, dead or never been alive? Lesson Content: - Introduce children to MRS GREN (Characteristics of living things) - Discuss how we know something is alive. - Identify which objects are living and which are not. - Develop onto if they are dead or never been alive. -As a class children to draw something that

L.O. Can I identify features of a local habitat? Lesson Content: - Revisit what humans need to stay alive. - Introduce the children to the following British habitats: Urban, Woodland, Ponds and Coastal habitats. - Children to explore a local habitat (School field, forest area) and identify and classify what they can see that is living, dead and never been alive. Resources needed:

L.O. Can I explore the habitat of a tiger? Lesson Content: - Please note that this is a fact collecting lesson. - Children are to use Ipads/Laptops to explore the habitat of a tiger in the Savanna. (teachers may choose something other than this if necessary) - Children to look at the features of the Savanna (temperature, location, what a tiger would have access to,

L.O. Can I write a fact file on the habitat of a tiger? Lesson Content: - Revisit learning on tiger’s habitat. - Ensure all facts are correct before the children move onto their fact file. - Provide children with a fact file template if appropriate and allow them to complete their fact files. - Children should write about:

The location of the habitat (key info on the

L.O. Can I compare microhabitats and the habitat of a tiger? Lesson Content: - Use slides to explain what a microhabitat is - Walk around the school grounds… can the children identify anywhere that an insect may use as its habitat? (It would be ideal for children to hunt for minibeasts although seeing them is not guaranteed). - Children use the facts collected in Weeks 3-4 and from today’s lesson in

is living, dead and never been alive. -List three reasons for each how they can tell. Resources needed: - 3 hoops (Living, Dead and Never alive). - Picture cards/Sorting cards. - Sheet to collect habitat facts (will be available on staff shared)

- Sheet to collect habitat facts (will be available on staff shared)

where about a tiger may live). - Children to make notes on sugar paper of their findings. This will be used to create a fact file in Week 4. Use the bullet points from Week 4 as a stimulus as to what children should research. Resources needed: - Ipads/Laptops -Sugar paper

Savanna: temperature, rainfall etc)

What a tiger has access to in their habitat (inc. shelter)

How/where they get their food/water

Resources needed: - Facts from Week 3 - Fact file template

order to create a Venn diagram to compare two habitats (microhabitat and tiger). Resources needed: - Venn diagram sheet (will be available on staff shared)

History

Initial assessment: what do the children know and what do they want to find out. LO: To recount events and plot on a timeline (Guy Fawkes). To sequence pictures of The Gunpowder Plot and make a mini book. (Y1) To create a news report about the event. (Y2) Events beyond living memory that are significant nationally.

To know what Guy Fawkes did, and his motives. Hot Seating activity. Make a wanted poster for Guy Fawkes. Possible extension activities: Charcoal sketches of Guy Fawkes Bonfire safety posters. Marshmallow sparklers. Firework poems. Events beyond living memory that are significant nationally.

To make comparisons in how we celebrate or remember significant events. Look at the significance of the poppy in relation to Remembrance Sunday. Research Pontefract’s War Memorial (possible visit). Compare how we celebrate the anniversary of Remembrance Sunday to how we celebrate Bonfire Night.

To develop ideas by imagining (S&L)

Events beyond living memory that are significant nationally.

Geography To compare a small area of the UK (Pontefract) to a small area of a contrasting non-European country. Photographs of human and physical features of UK and non-European country (locate these countries on maps used last lesson). Use a table to sort similarities and differences between both. Cut and stick/Writing.

To use simple compass directions and locational and directional language to describe the location of features and routes on a map. Locate popular or familiar physical and human features on a map of the world, include those form countries used last lesson. Use directional language / compass points to locate these features on the map and plan routes. Extend this into ICT using Roamers/Beebots etc. where possible.

To use simple compass directions and locational and directional language to describe the location of features and routes on a map. Plan a route for Santa to deliver his gifts to key locations on a map, using directional language and ICT if available.

Art NC Objective- Use a range of materials creatively to design and make products. L.O: To create a Christmas bauble

NC Objective- Use a range of materials creatively to design and make products. L.O: To create a seasonal changes calendar

NC Objective- Learn about the work of craftspeople, describing the differences and similarities between different practices and disciplines, and

NC Objective- Use a range of materials creatively to design and make products. L.O: To create a Christmas bauble

NC Objective- Use a range of materials creatively to design and make products. L.O: To create a seasonal changes calendar

NC Objective- Learn about the work of craftspeople, describing the differences and similarities between different practices and disciplines, and

Use a range of materials creatively to design and make a Christmas bauble. Study the history of Christmas trees and baubles looking at examples before designing and making their own.

Use a range of materials creatively to design and make a calendar. Look at images and video of seasonal changes of deciduous trees. Use a range of medium to design and create a seasonal changes calendar.

making links to their own work L.O To create a Christmas card Use a range of materials creatively to design and make a Christmas card. Study the history of Christmas cards by looking at examples before designing and making their own.

Use a range of materials creatively to design and make a Christmas bauble. Study the history of Christmas trees and baubles looking at examples before designing and making their own.

Use a range of materials creatively to design and make a calendar. Look at images and video of seasonal changes of deciduous trees. Use a range of medium to design and create a seasonal changes calendar.

making links to their own work L.O To create a Christmas card Use a range of materials creatively to design and make a Christmas card. Study the history of Christmas cards by looking at examples before designing and making their own.

DT NC Objective- Use the principles of a healthy and varied diet to prepare dishes. L.O: To understand a healthy and varied diet Look at food groups through Eat Well Plate. Discuss favourite food and reasons why before making a healthy food plate. (paper plate)

NC Objective- understand where food comes from Explore and evaluate a range of existing products L.O: To design a celebration/festive treat Link to Tiger that came to tea, discuss what our favourite celebration treats are through survey. Design a Christmas biscuit

NC Objective- Evaluate their ideas and products against design criteria Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics. L.O To make and evaluate a celebration/festive biscuit

NC Objective- Use the principles of a healthy and varied diet to prepare dishes. L.O: To understand a healthy and varied diet Look at food groups through Eat Well Plate. Discuss favourite food and reasons why before making a healthy food plate. (paper plate)

NC Objective- understand where food comes from Explore and evaluate a range of existing products L.O: To design a celebration/festive treat Link to Tiger that came to tea, discuss what our favourite celebration treats are through survey. Design a Christmas biscuit

NC Objective- Evaluate their ideas and products against design criteria Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics. L.O To make and evaluate a celebration/festive biscuit

In small groups pupils are to make their product, taste their product and complete evaluation through questioning.

In small groups pupils are to make their product, taste their product and complete evaluation through questioning.

Music To use their voices expressively and creatively by singling songs. Learning and performing Christmas Nativity songs.

RE

To name special times and why they are important. To know the story of Christmas and why this is important to Christians. Talk about special times- what times are special and why? How do we celebrate? Talk about Christmas - why do we celebrate Christmas? Talk about the 2 types of celebration, secular and Christian. How and why do we celebrate Christmas?

To retell a story connected to a celebration. To say why people celebrate a festival. Look at the story of Hanukkah, and discuss who celebrates this festival. How are Jewish people different to Christians in their beliefs? What does the Hanukkah story mean? Why is it important?

To know how people celebrate a festival. Look at ways that Jewish people celebrate Hanukkah:

- Latke - Dreidel - Candles - Gifts

How are these things linked to the Hanukkah story?

Computing

LO: To use create an image using shape and fill tools (Y2 in the style of Mondrian) Activity – use paint or purple mash to experiment with line, shape and fill tools. Y2 - use paint or purple mash to experiment with line, shape and fill tools and create artwork inspired by Mondrian

LO: To paint a tiger (Y2 using pointillism techniques) Activity – Y1 use paint or purple mash to create a tiger face. Recapping shape and fill tools Y2 - use paint or purple mash to create a tiger face using pointillism techniques Save work to a folder

Assessment LO: To paint a winter themed picture Activity – apply past 2 weeks skills to create an independent winter themed piece of computer art.

LO: To practise word processing skills Activity Type up Christmas Card inserts

LO: To practise word processing skills

Activity Type up healthy sandwich instructions (as part of English lesson)

LO: To practise online research skills Activity Research lesson linked to science/geog/history lesson (at most convenient point in the half term)

Save work to a folder

PSHE To learn about some of the things that keep our bodies healthy (physical activity, sleep, rest, healthy food) Discussion: Discuss the foods from the Tiger Who Came to Tea. Discuss healthy choices and which foods should be eaten in moderation. Discuss sugary foods and the effects that it has on teeth. Discuss how to keep teeth healthy. Activity: Cut and stick activity with foods from the story – categorising healthy/ unhealthy.

To learn about basic personal hygiene routines and why these are important. Sing “this is the way we…” with actions. Songs on YouTube. Children can make their own verses and think of actions then discuss why it is important e.g. “…wash our armpits” “... brush our teeth” etc. Then Watch YouTube video Germ Smart – Wash your hands. Activity: Practise washing hands correctly with soap or anti bac, rubbing thumbs and in between fingers.

To learn to recognise what they are good at and set simple goals. Children think about what they are good at and how they know. Examples and key question modelling from adult. Discussion: Sit in a circle. Use a special object as a ‘speaking token’. Extension - Children choose a peer and say what they think their peer is good at. Activity: Set goals for something that they want to get better at next term. Could use stars, balloons, rockets for the children to write on or the adult to scribe.

Useful Resources

Other good quality books: Mog the forgetful cat and Mog’s Christmas-Judith Kerr (same author as The Tiger Who Came to Tea)

Subject Curriculum Intent:

English In Year 1 children will continue to develop basic writing skills including handwriting, spelling and application of phonics. They will begin to use full stops and capital letters with increased accuracy, as well as beginning to join sentences using and. In Year 2 children will continue to learn to use expanded noun phrases. They will begin to create adverbs using the ly suffix, use subordination and use question marks with increased accuracy. When writing shopping lists, letter invitations, instructions and a diary entry based around the canon book of ‘The tiger who came to tea’ all children will apply these skills. Year 1 and 2 will also have a weekly weekend recount writing session to develop skills further.

Reading Children will be reminded of the importance of reading for productivity and what the happens during these sessions. Children will continue to develop their reading skills focusing on predicting, inference skills, fact retrieval and vocabulary. Comprehension questions continue to be answered in their reading for purpose session.

Maths In Year 1 and Year 2 we will continue to follow the White Rose scheme for Maths. Year 1: Geometry: Shape; Number: Place value to 20 Year 2: Measurement: Money; Number: Multiplications & Division

Science In year 1 children will understand the differences within the four seasons and how day length varies during Autumn and Winter. In Year 2 children will begin to learn about how animals have adapted to suit certain habitats, and how they stay alive and healthy. They will become familiar with life processes that are familiar to all living things.

Geography Children will develop their knowledge about the United Kingdom and their locality and compare to an area not in Europe. They will understand subject specific vocabulary and use geographical skills to create and read maps. Children will use maps to identify the United Kingdom and its countries. Children will compare similarities and differences between their own location and those of children who live abroad. Children will need to retain:

Facts about where they live

Names of important places to them – city, country

Begin to name the 7 continents

List physical and human features of two contrasting localities

History Children will learn about the lives of significant individuals and how they have impacted on life today (Guy Fawkes). Children will be taught about events beyond living memory that are significant nationally and commemorated through festivals or anniversaries (Remembrance Sunday). Children will need to retain:

Important dates

Names of individuals involved

Reasons why events happened

Reasons why we remember today

Art Children will develop their designing and making skills to creatively make a range of products (Card, calendar and bauble). Children will learn to think about their use of materials, and joining methods when creating a product. They will also learn about the history of these products. Things children need to retain:

The importance of choice of materials

Different joining methods

Purpose of products

DT Children will develop their knowledge of a healthy and varied diet. Children will create a celebration treat linked to the Tiger That Came To Tea. Things children need to retain:

How to maintain a healthy diet

Baking skills (measuring and weighing)

Purpose of products

Evaluation of self-made products

Music In Music, children will develop their musical memory skills be learning lyrics for songs, including songs with specific parts for groups of children. They will perform these songs, paying attention to the mood of the song and using their voices appropriately.

RE Children will develop their knowledge of Christianity (building on prior learning from Autumn 1) and compare the beliefs and customs of Christmas to the Jewish festival of Hanukah. Children will learn the stories behind the two festivals, some customs from the two festivals, and how those customs link with their respective stories. Children will learn why each festival is important to the people of each religion.

PSHE IN PSHE, children will learn about keeping their bodies healthy through healthy food and exercise. They will learn how to keep their teeth healthy and about caring for others.

PE Children will continue to develop skills of team building and basic movement.

Computing Children will continue to work on their ‘create’ and ‘store’ skills this half term. Year 1 will focus on learning and applying painting skills, while Year 2 will build upon this by creating artwork inspired by famous artists and art styles. Children will continue to practise word processing skills and internet research skills in cross-curricular sessions linked to English and topic work.

Art Knowledge Organiser - Let the good times roll!

Facts

The green fir tree was originally used by Pagans and Christians to celebrate winter.

Christmas trees originated about 1000 years ago.

Glass baubles were first made in Lauscha, Germany, by Hans Greiner (1550–1609)

The first baubles were fruit and nut shaped glass, eventually turning into a more spherical shape.

Britain’s Queen Victoria brought baubles from Germany to Europe in the mid to late 1800s.

Plastic made baubles popular for everyone.

The custom of sending Christmas cards was started in the UK in 1843 by Sir Henry Cole.

People around the world send Christmas Cards to their friends and family

Traditionally, Christmas cards showed religious pictures of Mary, Joseph and baby Jesus, or other parts of the Christmas story

Deciduous trees lose their leaves in the Autumn/Winter. New leaves grow in Spring.

Key Vocabulary

cut

stick

sketch

design

make

join

glue

bauble

Christmas

tree

calendar

Product Outcomes

Christmas Card

Christmas Baubles

Seasonal Changes Calendar

Computing Knowledge Organiser

Folder

Fill tool

Paintbrush tool

Shapes tool

Line tool

A tiger painting using pointillism Artwork by Mondrian

Creating Computer Art

Art is a great way to express what you are

thinking, feeling or experiencing. Computer art

means using technology based applications and

programmes to create artwork. Computer art can

be inspired by your thoughts and feelings, things

you have experienced, other artists or stories you

have read. The great thing is, there is no right or

wrong answer when creating artwork.

Store

It is important to learn how to store work so

that you can find it at a later date. Storing

work usually means saving it into a folder.

Key Vocabulary

Art A way of expressing your creativity and

imagination in a visual form, such as painting.

Computer An electronic device – could be a PC, laptop or

tablet.

Store To keep or save for future use.

Retrieve To get or bring something back from somewhere.

Create To make something or cause something to

happen.

Pointillism A painting technique that uses small dots.

Mondrian A painter that used lines and colour to create art.

Design and Technology Knowledge Organiser - Let the good times roll!

Facts

People should eat a broad and balanced diet.

Food groups include, fruit and vegetables, dairy, protein, fibre and some fats.

Balanced plates should include all food groups.

Recipes need following to successfully bake an item.

Pupils need to weigh and measure quantities accurately.

Biscuits became popular at Christmas in the 16th century.

Key Vocabulary

measure

stir

whisk

pour

cut

roll

bake

balanced diet

variety

fruit

vegetables

dairy

protein

fibre

design

evaluate

Product Outcomes

Balanced diet plate.

Design a festive/ celebration treat.

Make a festive/ celebration treat. (biscuit)

History Knowledge Organiser – Significant Lives and Events Beyond Living Memory

Historical Knowledge

Guy Fawkes: Guy Fawkes was a conspirator in the Gunpowder Plot of 1605, which was an attempt by oppressed Roman Catholics in Britain to blow up the House of Parliament. Guy Fawkes was born on April 13th, 1570 in York, England. Guy Fawkes and the rest of the conspirators of the Gunpowder Plot were tried in court on January 31st, 1606. They were hung, drawn and quartered for their attempted crime and the plot.

Houses of Parliament: Also called the Palace of Westminster, was one a royal palace. The last monarch to live here, Henry VIII, moved out in 1512. It is the place where laws governing British life are debated and passed.

Bonfire Night: The job Guy Fawkes had in the Gunpowder Plot was to guard the 36 barrels of gunpowder that had been stored in a basement underneath the House of Lords. Guy Fawkes was arrested in the basement on the day he was going to light the gunpowder, 5 November, and he was taken to the Tower of London. King James I decreed that 5 November should be the day that people always celebrate that the Gunpowder Plot didn’t happen.

Remembrance Sunday: Armistice Day is on 11 November and is also known as Remembrance Day. It marks the day World War One ended, at 11am on the 11th day of the 11th month, in 1918. A two-minute silence is held at 11am to remember the people who have died in wars.

Pontefract War Memorial : This memorial commemorates the residents of Pontefract who were killed or missing in World War I and World War II.

Key Vocabulary

Guy Fawkes

Houses of Parliament

Prison

Gunpowder

Conspirators / Plotters

Catholics

King James I

Bonfire Night

Remembrance Sunday

Poppy

Memorial / Cenotaph

Parade

Soldier / Veteran

Geography Knowledge Organiser – Geographical skills and Locational Knowledge

Locational Knowledge

7 Continents – - Europe - Asia - Africa - North America - South America - Australia - Antarctica

UK – - England (London) - Scotland (Edinburgh) - Wales (Cardiff) - Northern Ireland (Belfast)

Oceans – - Pacific Ocean - Atlantic Ocean - Indian Ocean - Southern Ocean - Arctic Ocean

Human Landmarks around the world – - Eiffel Tower (France) - The Great Wall of China (China) - The Statue of Liberty (New York) - Machu Picchu (Peru) - The Taj Mahal (India) - The Pyramid of Giza (Egypt) - Sydney Opera House (Australia).

Physical Landmarks around the world – - Niagara Falls (Canada) - Sahara Desert (Northern Africa) - Mount Everest (Asia) - Great Barrier Reef (Australia) - Amazon Rainforest (South America) - Cliffs of Moher (Ireland Europe) - Antarctica (Largest single sheet of ice on Earth)

Key Vocabulary

Human Feature – Things built by humans

Physical Feature – Natural objects

Continent

Country

City

Ocean

Compare

Contrast

North

South

East

West

Outcomes

Labelled maps

Comparisons of locations around the world

Feature locations on maps

Directions of routes and locations

North

South

East

West

Near

Far

Left

Right